用“学科的眼光”还是“优化的眼光”看世界——基于数学教学设计三步曲引发的思考  

Ways to See the World:a Disciplinary Perspective or an Optimization Perspective——a Thought Provoked by the Three Points in Mathematics Teaching Design

作　　者：方均斌[1] 薛智慧[1] 周文[1] 严晓秋[1] 

机构地区：[1]温州大学数学与信息科学学院

出　　处：《数学教育学报》2012年第4期92-94,99,共4页Journal of Mathematics Education

基　　金：浙江省教育科学规划2011年度重点研究课题——信息观下的教育理论探索(SB111)

摘　　要：出于＂高效率教学＂的需要,采取学科分类方式的人才培养策略无可厚非.然而,由于教师的长期专业化视角,导致学科之间信息传递与接收处理的协调出现了一些令人担忧的现象,因为学生是一个完整的人,将来走向社会后,他必须用优化的眼光审视这个世界,尽管学科的眼光属于优化眼光的一部分,但必须有一个抉择的过程,尤其是对数学这门重要学科更是如此.因此,教师必须从培养学生将来发展所需要的优化眼光来审视自己学科的教学行为.For the sake of efficient teaching, there is nothing to be said against the talent cultivation strategies in the light of discipline classification. Owing to teachers＇ specialization, however, there appears something disharmonious in the coordination of disciplines. As is known, students should receive holistic education and then learn to see the world from a sapiential perspective after going out of the campus to the community. Although the disciplinary perspective is in a subordinate position by contrast, it still takes us some time to opt for this vision, which is often considered very important to math teaching. So we should take the sapiential perspective important to students＇.future development to reflect on our instructional behavior.

关 键 词：学科分类 智慧眼光 教学设计 

分 类 号：G420[文化科学—课程与教学论]